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ORIENTAL 


EDUCATION. 


THE  EDUCATIONAL  PROBLEM  IN  INDIA. 


BY  KEY.  B.  I-I.  BADLEY,  LUCKNOW. 


The  education  of  the  two  hundred  millions  of  people 
who  crowd  the  vast  plains  of  British  India — one  sixth  of 
the  earth’s  population — is  a  herculean  task,  the  very 
vastness  of  which  has,  no  doubt,  in  some  measure  in¬ 
fluenced  the  rulers  of  the  land  during  the  past  century, 
begetting  doubts  as  to  whether  or  not  these  great 
masses,  seemingly  so  contented  in  their  manifest  degra¬ 
dation,  should  be  left  alone  to  pass  away  as  their  fathers, 
firm  in  the  belief  that  the  whole  circle  of  human  knowl¬ 
edge  is  contained  in  Sanskrit  writings.  That  the  task 
has  been  attempted,  and  that  a  beginning  has  been 
made,  reflects  to  the  credit  of  the  nation  to  which,  in 
the  providence  of  God,  the  destinies  of  India  have  been 
intrusted,  while  the  active  interest  in  educational  affairs 
manifested  by  the  present  Governor-General  of  India 
promises  much  for  the  future  of  this  great  land. 

“  The  educational  system  of  India  is  not  of  indigenous 
growth,  but  of  foreign  construction.”  The  indigenous 


4 


Oriental  Education. 


schools,  few  in  number,  are  so  loosely  managed,  so  care¬ 
lessly  conducted,  so  poorly  attended,  that  they  are 
hardly  worth  even  mention. 

The  present  state  of  education  in  India  is  indicated  in 
the  following  statistics,  compiled  (with  no  small  re¬ 
search)  from  the  latest  available  educational  reports  of 
the  various  provinces  of  the  empire : 


1.  University  Education. 

Schools. 

Pupils. 

Colleges . 

82 

6,766 

II.  Secondary  Schools. 

1.  High  Schools— -English . 

457 

57,125 

2.  Middle  Schools — English . 

1,467 

78,944 

3.  Middle  Schools— Vernacular. . 

2,827 

111,657 

4.  Lower  Schools — Vernacular... 

1,701 

58,001 

III.  Primary  Schools. 

Primary  Schools . 

66,208 

1,609,914 

IV.  Female  Schools. 

Female  Schools . 

2,507 

101,171 

V.  Special  Schools. 

Special  Schools . 

1,561 

18,484 

Total . 

76,810 

2,042,060 

The  government  expenditure  on  these  schools  for  the 
year  1881  was  $5,283,792;  expenditures  from  other 
sources,  municipalities,  missionary  societies,  native 
princes,  etc.,  $3,183,241.  Total,  $8,417,033.* 

*  In  the  public  schools  of  the  United  States  there  are  ten  million 
pupils.  The  government  expenditure  upon  these  schools  is 
$80,000,000. 


Educational  Problem  in  India.  5 

Other  statistical  items,  showing  the  distribution  of 
these  schools,  etc.,  are  as  follows: 


Per  cent, 


Schools. 

Pupils,  of  Pupils  to 
Populat'n. 

Bengal . 

47,507 

928,489 

1.37 

Bombay . 

5,343 

316,974 

1.36 

Madras . 

10,533 

286,379 

.85 

North-west  Provinces  and  Oudh.. 

6,594 

225,403 

.49 

Punjab . 

2,088 

104,923 

.55 

Central  Provinces . 

1,437 

79,551 

.95 

Assam . 

1,287 

40,671 

.84 

Hyderabad . 

875 

32,221 

1.04 

Mysore . 

1,087 

42,657 

.79 

Coorg . 

59 

2,792 

1.65 

Total . 

76,810 

2,042,060 

As  to  race  and  creed,  the 

statistics 

of  the  Madras 

Presidency,  (where  missions  have  been  longest  estab¬ 
lished,)  which  are  full  of  significance,  may  be  given  as 


follows : 

Pupils. 

Proportion  of  Pop¬ 
ulation  to  one  Pupil. 

Hindus . 

..  214,811 

112 

Native  Christians . 

27,274 

18 

Mohammedans . 

. .  18,777 

99 

Europeans . 

5,317 

8 

Others,  (Pariahs,  etc.) . 

2,200 

2,177 

Total . 

...  268,379 

In  this  Presidency  (with  a  population  of  thirty-one 
millions)  the  native  Christians  show  the  largest  propor¬ 
tionate  increase  for  the  year.  The  fact  that,  of  the 
Pariahs,  only  one  is  in  school  out  of  two  thousand  one 


6 


Oriental  Education. 


hundred  and  seventy-seven,  shows  how  sadly  these  poor 
people  are  neglected. 

Want  of  space  prevents  the  introduction  of  other 
statistical  tables,  and  for  the  same  reason  comment  upon 
the  preceding  statistics  is  omitted.  It  may  be  added, 
in  passing,  that  in  the  Bombay  Presidency  the  average 
number  of  square  miles  to  each  village  school  is  forty- 
four;  in  Assam,  twenty-eight;  in  Hyderabad,  twenty; 
in  the  Punjab,  nineteen ;  in  Madras,  sixteen. 

In  speaking  of  the  educational  system  of  India,  we 
may  mention : 

I.  University  Education. — In  the  year  1857  the 
three  universities  of  Calcutta,  Madras,  and  Bombay 
were  incorporated  ‘  ‘  for  the  purpose  of  ascertaining,  by 
means  of  examination,  the  persons  who  have  acquired 
proficiency  in  different  branches  of  literature,  science, 
and  art,  and  of  rewarding  them  by  academical  degrees.” 
To  these  was  added,  in  1882,  the  University  of  the  Pun¬ 
jab,  which  has  for  its  special  object  the  cultivation  of 
the  Oriental  languages.  The  Governor-General  of  India 
is  the  Chancellor  of  these  universities,  each  of  which  has 
its  vice-chancellor  and  fellows,  the  latter  composed  of 
European  and  Hindustanee  gentlemen  distinguished  as 
authors  and  scholars.  These  universities  arrange  for  an 
examination  for  degrees  to  be  held  annually,  appointing 
examiners  who  prepare  and  examine  the  papers  pre¬ 
sented.  These  examinations  are  held  contemporaneously 
in  all  parts  of  India.  They  include : 

1.  University  Entrance  Examination ,  or  Matriculation. 
— This  is  held  on  the  first  Monday  in  December  in  the 
metropolitan  and  various  other  cities  of  India — Agra, 


Educational  Problem  in  India. 


7 


Delhi,  Lahore,  Lucknow,  etc.  Any  person,  wherever 
educated,  may  be  admitted  to  this  examination,  pro¬ 
vided  he  is  upward  of  fifteen  and  a  half  years  old. 
Each  candidate  pays  a  fee  of  $5  before  being  examined. 
The  examination  is  conducted  by  means  of  printed 
papers,  the  same  papers  being  used  at  every  place  at 
which  the  examination  is  held.  The  Calcutta  Univer¬ 
sity  papers  are  used  throughout  Bengal,  the  Madras 
throughout  the  Madras  Presidency,  etc.  In  this  exam¬ 
ination  the  total  number  of  candidates  in  1879  of  the 
three  universities  was  seven  thousand  one  hundred  and 
forty-seven.  The  number  is  increasing  every  year. 

2.  First  Examination  in  Arts. — This  is  held  on  the 
first  Monday  in  December  at  Calcutta  and  other  cities. 
Any  under-graduate  of  the  university  may  be  admitted 
to  this  examination,  provided  he  has  prosecuted  a  regu¬ 
lar  course  of  study  in  any  affiliated  institution  *  for  not 
less  than  two  academical  years  after  passing  the  entrance 
examination.  The  examination  fee  is  $10.  The  exam¬ 
ination  is  by  means  of  printed  papers.  In  1879  there 
were  one  thousand  seven  hundred  and  eighty-seven 
candidates. 

3.  Bachelor  of  Arts. — This  examination  is  held  at 
Calcutta  and  elsewhere  during  the  first  week  in  January. 
Any  under-graduate  of  the  university  may  be  admitted, 
provided  he  has  prosecuted  a  regular  course  of  study  in 
any  affiliated  institution  for  not  less  than  two  academical 
years  after  passing  the  first  examination  in  Arts.  The 

*  Institutions  or  departments  of  institutions  may  be  affiliated  in 
arts,  law,  medicine,  and  civil  engineering,  upon  giving  satisfac¬ 
tory  evidence  of  ability  for  teaching  up  to  the  same  standard, 


8 


Oriental  Education. 


fee  is  $15.  Printed  papers  are  used.  In  1879-80  there 
were  five  hundred  and  ninety-seven  candidates  for  this 
degree. 

4.  Honors  in  Arts. — This  examination  is  held  annually 
in  the  first  week  in  February.  Any  candidate  who 
passes  the  B.A.  examination  within  four  academical 
years  from  the  date  of  his  passing  the  entrance  examina¬ 
tion,  may,  at  the  honor  examination  next  ensuing,  or  at 
that  of  the  following  year,  be  examined  for  honors  in 
one  or  more  of  the  following  branches:  (1)  Language; 
(2)  History;  (3)  Mathematics;  (4)  Natural  and  Physical 
Sciences;  (5)  Mental  and  Moral  Philosophy.  The  fee 
is  $25. 

5.  Every  Bachelor  of  Arts  who  has  obtained  honors  in 
Arts  is  entitled  to  the  degree  of  Master  of  Arts  without 
further  examination  or  fee.  In  1879-80,  in  three  uni¬ 
versities,  the  number  of  candidates  for  this  degree  was 
thirty-three. 

Examinations  are  also  held  and  degrees  conferred  in 
Law,  Medicine,  and  Civil  Engineering,  similar  to  those 
in  England  and  America. 

II.  Secondary  Instruction.— This  includes  high- 
schools  (which  prepare  students  for  matriculation)  and 
middle-schools,  (a  grade  lower,)  both  Anglo- vernacular 
and  vernacular. 

III.  Primary  Instruction. — Primary  schools  in 
India  are  of  all  kinds.  Beginning  with  the  alphabet, 
they  teach  up  to  various  stands  in  different  parts  of  the 
land.  In  some  schools  grammar  is  taught  ;  in  some, 
geography  as  well ;  but  in  most  only  the  three  common 
branches,  reading,  writing,  and  arithmetic,  are  taught. 


Educational  Problem  in  India. 


9 


In  many  parts  of  India  the  beginners  are  taught  to 
write  the  letters  in  sand;  in  others,  wooden  slates 
are  used,  upon  which  the  pupils  write  with  reed  pens 
dipped  in  chalk- water.  As  a  rule  the  teachers  in  these 
schools  are  lacking  in  efficiency,  and  discharge  their 
duties  in  a  most  perfunctory  manner.  As  the  time  for 
the  annual  inspection  draws  near  they  put  forth  special 
efforts  in  order  to  keep  their  places ;  but  when  this  crit¬ 
ical  period  is  passed  their  enthusiasm  dies  away.  Many 
of  them  are  afflicted  with  a  disease  common  to  the 
Orient — laziness.  There  is  great  need  of  normal  and 
training  schools,  and  one  of  the  happiest  results  of  the 
spread  of  education  in  India  will  be  the  developing  a 
better  class  of  teachers. 

Primary  instruction  in  India  has  not  received  the 
attention  it  should  have  had.  In  the  famous  Educa¬ 
tion  Dispatch  of  1854  the  Home  Government  directed 
the  Indian  officials  to  take  proper  measures  for  the  de¬ 
velopment  of  popular  education ;  but  the  growing  pop¬ 
ularity  of  the  English  college  in  the  larger  cities  has 
led  to  the  general  neglect  of  popular  education.  Last 
year  the  government  of  India  appointed  an  Educational 
Commission  to  inquire  chiefly  into  the  present  state  of 
elementary  education  throughout  the  empire,  and  the 
means  by  which  this  can  every- where  be  extended  and 
improved.  This  committee  visited  all  parts  of  India, 
and  summoned  as  witnesses  scores  of  missionaries,  Eu¬ 
ropean  and  native  teachers,  government  educational 
officers,  and  others,  who  gave  their  opinion  as  to  the 
great  educational  problem  in  India.  Nine  out  of  ten  of 
these  witnesses  expressed  the  opinion  that  government 


10 


Okiental  Education. 


should  spend  less  money  on  its  colleges  and  much  more 
on  popular  education ;  and  that,  in  order  to  effect  this, 
if  need  be,  some  of  the  government  colleges  should  be 
closed.  The  committee  has  probably  finished  its  work 
ere  this,  and  by  the  close  of  the  year  (1883)  we  shall 
hear  of  the  passage  of  a  new  educational  act,  providing 
for  the  general  extension  of  primary  schools  throughout 
India.  Most  missionaries  are  heartily  in  favor  of  this 
new  scheme,  and  will  do  all  in  their  power  to  make  it  a 
success.  It  is  highly  creditable  to  the  missionary  fra¬ 
ternity  that  so  large  a  part  of  the  educational  work  of 
India  is  in  their  hands.  Schools  destroy  idolatry,  and 
prepare  the  way  for  the  Gospel.  We  trust  the  day  may 
soon  come — it  cannot  come  too  soon — when  the  millions 
of  children  in  India  shall  have  the  opportunity  of 
attending  school;  when  the  thousands  of  towns  and 
villages  in  which  not  an  iota  of  mental  or  moral  instruc¬ 
tion  is  now  given  shall  be  favored  with  well-organized 
schools,  which  shall  serve  as  powerful  agencies  in  dis¬ 
sipating  the  superstition  and  ignorance  now  so  prevalent, 
and  shall  be  the  means  of  leading  many  millions  to  the 
feet  of  the  world’s  Redeemer. 

In  this  connection  it  gives  us  great  pleasure  to  speak 
of  the  opportune  gifts  to  the  North  India  Conference 
of  the  Rev.  J.  F.  Goucher  and  another  gentleman,  of 
Baltimore,  whose  name  has  not  been  made  public.  Mr. 
Goucher  has  established  fifty  village  schools,  and  en¬ 
dowed  one  hundred  special  scholarships  in  connection 
with  our  work  in  the  Province  of  Rohilcund.  The 
other  gentleman  has  established  thirty  (perhaps  more) 
village  schools  in  the  Province  of  Oudh.  These  schools 


Educational  Fkoblem  in  India.  11 

will  be  productive  of  great  good;  they  will  bring  light 
and  gladness  to  many  village  homes ;  they  will  greatly 
enlarge  the  influence  of  the  missionaries  in  the  rural  dis¬ 
tricts  ;  they  will  prove  a  blessing  to  our  village  Chris¬ 
tians;  and  in  many  places  they  will  form  the  nuclei  of 
churches.  Of  the  students,  the  most  promising  will  be 
promoted  to  the  high  schools,  and  be  prepared  for  serv¬ 
ice  in  the  Church  as  preachers,  teachers,  colporteurs, 
etc.  May  Cod  bless  these  thoughtful  benefactors,  and 
raise  up  many  like  them  all  through  the  Church! 

Along  with  these  primary  schools  the  need  of  high 
schools  will  be  apparent  to  every  one  who  investigates 
the  subject.  These  are  needed  (1)  to  supplement  the 
work  of  the  lower  schools.  It  would  be  disastrous  to 
allow  our  pupils  to  leave  our  mission  schools  and  go  to 
government  schools  at  the  very  period  when  we  can 
most  effectually  influence  them  for  good.  If  we  had 
only  primary  schools  we  could  hope  to  keep  our  students 
only  three  or  four  years,  instead  of  six  or  eight,  as  we 
desire.  One  year  in  a  government  school,  where  the 
teachers  are  opposed  to  Christianity,  would  do  much 
toward  leading  the  pupil  away  from  the  earlier  teach¬ 
ings  he  had  received;  he  would  gradually  lose  his  inter¬ 
est  in  missionary  work,  and  would  probably  take  up 
some  profession  in  which  he  would,  in  a  measure,  be 
lost  to  the  mission.  Our  brightest  boys  would  thus  be¬ 
come  lawyers  and  clerks,  instead  of  preachers  and 
teachers.  Our  educational  scheme  in  India  would  not 
be  complete  without  a  high  school  for  every  province. 
(2)  High  schools  tend  to  counteract  the  influence  of 
government  schools.  The  latter  are  sometimes  super- 


12 


Oriental  Education. 


intended  by  European  freethinkers  or  infidels,  and  in 
other  instances  bjr  Hindus  or  Mohammedans  prejudiced 
against  and  hostile  to  Christianity.  The  schools  are 
professedly  neutral,  and  yet,  from  the  nature  of  the  case, 
their  influence  is  against  the  foreigners’  religion.  We 
have  known  a  teacher  in  a  government  high  school 
punish  a  student  simply  for  attending  the  mission 
Sunday-school.  One  such  man  can  keep  a  score  such 
boys  away  from  the  missionary’s  influence.  In  these 
government  schools  text-books  of  a  questionable  char¬ 
acter — many  of  them  the  so-called  “sacred  books”  of 
the  Hindus — are  introduced ;  their  use  every  day  tends 
to  establish  the  heathen  pupils  in  the  faith  of  their 
fathers.  In  our  mission  schools  the  daily  use  of  the 
Bible  has,  of  course,  the  opposite  effect.  (3)  High 
schools  advance  the  interest  of  our  native  Christian 
community.  The  converts  whom  God  has  given  us — 
their  number  is  rapidly  increasing — desire  and  appre¬ 
ciate  the  highest  educational  advantages  that  can  be 
afforded;  they  feel  that  their  children  have  a  fairer 
chance  in  mission  than  in  government  schools;  they 
may  not  be  educated  themselves,  but  they  have  the 
laudable  desire  to  see  their  children  well  educated,  that 
these  may  rise  to  a  higher  plane,  and  be  more  useful  and 
influential  than  their  fathers. 

Our  Church  in  India  has  a  rare  opportunity  before  it 
in  regard  to  educational  work.  There,  as  here,  Meth¬ 
odism  must  mean  schools  of  all  grades,  an  intelligent 
people,  prominence  in  every  movement  for  the  ameliora¬ 
tion  of  humanity.  Let  us  stand  by  our  schools;  in  no 
other  way  can  we  achieve  the  highest  success. 


Chinese  Mission  Schools. 


13 


CHINESE  MISSION  SCHOOLS. 


FOWLER  UNIVERSITY,  KIUKIANG,  CHINA. 

This  institution  is  located  in  the  mission  building  of  the 
Central  China  mission,  which  was  purchased  in  1868  for 
$6,000.  It  was  originally  built  as  a  hotel  at  twice  that 
expense;  is  situated  in  the  “Band,”  or  “Foreign  Con¬ 
cession,”  near  the  river;  is  constructed  of  brick  and 
stone,  eiglity-six  by  sixty-six  feet,  two  stories  high, 
with  fourteen  rooms.  It  has  been  in  former  years  used 
for  mission  residences  and  a  chapel,  but  is  now  devoted 
entirely,  with  exception  of  the  part  occupied  by  one 
mission  family,  to  school  uses. 

At  the  annual  meeting  of  the  mission  in  1880  general 
oversight  of  the  day  school  established  in  the  mission 
was  committed  to  Rev.  T.  C.  Carter,  who  was  also  ap¬ 
pointed  director  of  a  proposed  school  of  higher  grade — 
“Boys’  Training  School.”  Such  a  school  was  opened 
early  in  1881  in  the  above-mentioned  building.  It  soon 
received  the  name  “  Fowler  University,”  at  desire  of  the 
mission,  in  honor  of  Rev.  C.  H.  Fowler,  LL.D.,  Mission¬ 
ary  Secretary,  and  in  view  of  an  early  expansion  of  the 
course  of  instruction.  The  institution  opened  with  fif¬ 
teen  young  men  from  the  best  families  in  Kiukiang  in 
the  English  department,  and  an  equal  number  in  the 
Chinese.  Mr.  Carter  was  soon  compelled  by  failing 
health  to  return  to  the  United  States,  and  was  sue- 


14 


Oriental  Education. 


ceeded,  in  the  direction,  by  C.  F.  Kupfer.  The  next 
year  1ST.  J.  Hunnex  was  engaged  as  teacher  of  English. 

The  report  for  1882  shows  an  attendance  of  twenty- 
two  boys  in  the  Chinese  department,  being  mostly 
promising  pupils  selected  from  the  different  day  schools. 
There  were  twenty  pupils  in  the  English  department 
which  were  chiefly  from  the  families  of  wealthy  mer¬ 
chants,  two  being,  however,  the  sons  of  mandarins. 
All  in  the  English  department  pay  tuition,  which  is  ap¬ 
plied  to  the  expense  of  the  Chinese  department.  The 
students  are  mostly  from  the  city  and  day  scholars. 

In  the  English  department,  the  English  language, 
reading,  writing,  spelling,  arithmetic,  and  geography 
are  taught.  In  the  Chinese,  the  Chinese  classics,  geog¬ 
raphy,  and  astronomy,  the  Bible,  the  Catechism,  and 
evidences  of  Christianity — all  in  Chinese.  The  grade  of 
instruction  provided  here  is  equal  to  that  of  the  best 
Chinese  schools  in  the  provinces,  besides  the  added 
studies.  The  marked  influence  of  the  university  is  al¬ 
ready  seen  in  causing  the  government  to  open  several 
new  schools,  to  meet  the  new  popular  demand  for 
education. 

Spiritual  results  of  the  new  enterprise  are  not  yet  ap¬ 
parent,  but  it  is  evident  that  a  large  class  of  intelligent 
young  men  can  be  reached  through  this  means  who  can¬ 
not  be  brought  at  once  under  the  influence  of  evangel¬ 
istic  work.  The  university  is  already  well  housed,  but 
it  greatly  needs  suitable  apparatus  for  teaching  and  an 
extended  corps  of  instructors. 


Chinese  Mission  Schools. 


15 


GIRLS’  BOARDING-SCHOOL,  KIUKIANG. 

This  school  was  opened  in  January,  1873,  in  the  com¬ 
modious  mission  house  of  the  Parent  Board,  by  the 
Misses  Gertrude  Howe  and  Lucy  H.  Hoag,  sent  out  for 
the  purpose  by  the  Woman’s  Foreign  Missionary  Soci¬ 
ety.  Beginning  with  three  pupils,  the  number  in¬ 
creased  to  twelve  before  the  close  of  the  school  year. 
Kiukiang  is  a  “  literary  city;”  some  women  were  found 
who  were  able  to  read,  and  the  school  at  once  excited 
interest,  visitors  coming  from  ten  miles  around.  After 
the  first  year  separate  hired  premises  were  occupied 
wdthin  the  “Foreign  Concession.”  These,  however, 
were  not  well  adapted  to  the  purpose;  and  early  in 
1876,  after  much  difficulty  in  securing  it,  land  was  pur¬ 
chased  by  the  Woman’s  Society  within  the  city  for  the 
erection  of  a  school  building  and  “home.”  The  loca¬ 
tion  is  about  one  mile  distant  from  the  “  Concession,” 
in  an  old  part  of  the  city  not  yet  recovered  from  the 
devastations  of  the  rebellion,  on  high  and  healthy 
ground  near  the  south  wall.  The  site  adjoins  that  of 
the  Parent  Society’s  city  property. 

The  two  houses  for  home  and  school  respectively  were 
occupied,  in  a  partly  finished  state,  by  October  1,  1876. 
The  school  building,  costing  $2,400,  is  a  good  structure 
of  brick,  two  stories  in  height,  the  lower  part  devoted 
to  a  double  school-room,  dining-room,  and  kitchen ;  the 
upper  story  to  dormitories.  The  whole  property,  in¬ 
cluding  the  house,  is  now  valued  at  $7,000. 

Miss  Delia  Howe  was  sent  out  in  1879,  and,  besides 
her  evangelistic  work,  aided  her  sister  somewhat  in  the 


16 


Oriental  Education. 


care  of  the  school,  hut  was  compelled  by  the  state  of  her 
health  to  return  home  early  in  1882.  Miss  Hoag  had 
also  returned  to  the  United  States  in  1879,  where  she 
has  since  remained.  A  native  male  teacher  has  been 
much  of  the  time  employed,  and  for  several  years  a 
native  matron,  Mrs.  Tong,  who  is  described  as  $  £  faith¬ 
ful  and  useful,  self-possessed,  dignified,  and  gentle  in 
her  ways,  with  unusual  tact  in  management.” 

The  number  of  pupils  was  reported  as  twenty-three 
after  the  opening  of  the  new  building ;  it  reached  forty- 
seven  at  the  end  of  the  school  year  in  1878 ;  the  report 
for  1882  shows  forty  pupils  and  nine  orphans  (or  found¬ 
lings.)  The  girls  come  from  the  middle  and  lower 
classes,  and  are  all  supported  by  the  Woman’s  Society 
at  an  expense  of  about  $20  or  $22  per  pupil.  A  few  are 
from  the  city  itself,  but  nearly  all  come  from  the  neigh¬ 
boring  region  within  a  radius  of  ten  miles.  The  day- 
school  pupils  are  taught  separately  from  the  boarding 
pupils.  They  are  taught  to  read  and  write  in  Chinese, 
reading  extensively  and  committing  to  memory  Chinese 
classics,  are  taught  the  Scriptures  in  Chinese,  and  are 
given  a  clear  knowledge  of  Bible  truth  and  general 
Bible  history.  They  learn  also  arithmetic,  geogra¬ 
phy,  and  music,  vocal  and  instrumental.  They  are 
taught  household  industry.  Some,  being  foundlings, 
have  been  brought  up  from  infancy  in  the  school.  All 
seem  much  attached  to  the  school.-  Some  of  the  older 
girls  have  remained  five  or  six  years.  A  good  propor¬ 
tion  have  been  regularly  graduated.  Some  have  mar¬ 
ried  heathen  husbands.  And  all  profess  to  be  striving 
to  live  as  Christians.  Daily  prayers  are  observed  and  a 


Chinese  Mission  Schools. 


17 


daily  Bible  lesson  given  to  each  pupil  with  personal  ap¬ 
plication.  Sunday-school  and  Sunday  service  are  at¬ 
tended,  and  two  or  three  prayer  and  singing  meetings 
during  the  week.  Attendance:  1880,  thirty-seven;  1881, 
twenty-five;  1882,  forty.  Calendar:  School  year  opens 
September  1 ;  ends  June  30. 

MISSION  TRAINING  SCHOOL,  PEKING. 

The  necessity  of  a  systematic  course  of  instruction  to 
train  candidates  for  the  native  ministry  was,  of  course, 
early  felt  in  the  North  China  Mission,  and  supplied  by 
the  efforts  of  the  superintendent,  Rev.  H.  H.  Lowry. 
In  1878  two  students  were  reported  in  the  course,  and 
the  following  year  the  number  had  increased  to  seven, 
three  months  being  devoted  to  school  attendance.  Two 
of  these  pupils  were  regular  helpers  in  evangelistic 
work,  and  some  of  the  others  were  employed  part  of  the 
summer  as  colporteurs,  while  others  were  enabled  by 
the  instruction  received  in  the  school  to  assist  the 
“helpers”  in  their  own  neighborhoods.  The  native 
preacher,  Te  Jui,  has  rendered  valuable  assistance  in 
the  instruction,  and,  in  1880,  acted  as  supply  in  the 
general  management  of  the  school. 

In  1881  Rev.  F.  D.  Gamewell  wTas  associated  in  the 
instruction,  and  Mrs.  Lowry,  Mrs.  Davis,  and  Mrs. 
Willit  assisted.  The  next  year  Rev.  W.  F.  Hobart 
was  added,  with  Mrs.  Hobart.  A  new  building  was 
erected  in  1882  for  this  and  the  boarding-school. 

With  the  aid  of  certain  members  of  other  missions  in 
Peking  a  scientific  and  popular  course  of  lectures  was 


18 


Oriental  Education. 


delivered  in  the  chapel  for  both  schools  in  the  winter  of 
1882-3,  which  proved  successful  and  profitable.  At¬ 
tendance:  1882,  ten. 

In  1883  Rev.  J.  H.  Pyke  served  in  the  Training 
School.  This  school  has  already  furnished  the  mission 
with  a  majority  of  our  native  preachers.  During  1883 
there  were  six  in  attendance,  three  of  whom  have  been 
recommended  for  license  to  preach,  and  each  of  the 
others  has  been  employed  in  some  form  of  mission  work 
since  the  close  of  the  term. 

BOYS’  BOARDING-SCHOOL,  PEKING. 

This  school  was  established  in  1879,  under  direction 
of  Rev.  H.  H.  Lowry,  superintendent  of  the  mission.  It 
took  the  place  of  the  Boys’  Day  School,  and  in  the  re¬ 
port  of  the  next  year  counted  six  Christian  boys  in  at¬ 
tendance.  Some  of  these  were  also  drawn  from  the 
day  school  at  Tientsin.  The  number  was  doubled  the 
next  year,  but  there  was  at  that  time  lack  of  funds  to 
support  any  considerable  increase  of  pupils.  A  few  of 
the  boys  brought  their  clothing  from  home,  this  being 
the  extent  of  “  self-support.” 

The  school  occupied  separate  premises  in  the  Mission 
Compound,  in  the  south-east  portion  of  the  “  Tartar 
City,”  which  were  inadequate  to  the  purpose.  An  ap¬ 
propriation  was  received  in  1882,  and  new  buildings 
erected  for  accommodation  of  the  boarding  and  training 
schools.  A  pupil  of  the  latter  school  was  for  a  time  in 
1880  employed  to  assist  in  teaching.  The  instructors 
for  1882  were,  besides  the  director,  tha  Revs.  F.  D. 


Chinese  Mission  Schools. 


19 


Gamewell  and  W.  F.  Hobart,  assisted  by  Mrs.  Lowry, 
Mrs.  Davis,  and  Mrs.  Hobart. 

The  course  of  study  embraces  the  Chinese  classics, 
arithmetic,  and  geography,  the  Bible,  evidences  of 
Christianity,  outlines  of  theology,  and  ‘  ‘  the  rationale  of 
Christian  missions.”  The  boarding-school  shared  in  the 
advantages  of  the  lectures  delivered  in  the  chapel  for 
both  schools  and  the  public  in  the  winter  of  1882-3. 
Attendance:  1882,  twenty-two. 

The  new  building  for  the  Boys’  Training  School  was 
completed  by  the  end  of  October,  1883.  The  main 
school-room  is  equipped  with  foreign  desks  and  maps, 
and  it  is  to  be  hoped  that  these  surroundings  in  them¬ 
selves  will  not  be  without  educational  effect.  The 
highest  number  in  attendance  during  the  year  was 
thirty-one,  four  of  whom  were  self-supporting,  and  two 
paid  tuition.  The  present  rule  is,  that  no  boy  will  be 
received  who  will  not  at  least  furnish  his  own  clothing. 
Instruction  has  been  given  in  both  the  native  classics 
and  Christian  literature.  A  select  number  are  studying 
English.  It  is  proposed  to  make  English  only  a  second¬ 
ary  consideration,  and  to  limit  the  number  to  those  who 
give  promise  of  greatest  attainment  in  its  study.  Special 
care  has  been  given  to  religious  instruction  of  the  boys. 
The  Sunday-school  lessons  were  always  well  prepared ; 
preaching  and  Sabbath  services  attended ;  the  Thursday 
evening  prayer-meeting,  the  daily  morning  chapel  exer¬ 
cises,  and  a  praver-meeting  in  the  afternoons,  conducted 
by  the  students  themselves.  The  school  year  is  divided 
into  two  terms,  and  examinations,  held  at  the  close  of 
each,  evinced, good  progress  on  the  part  of  the  scholars. 


20 


Oriental  Education. 


GIRLS’  BOARDING-SCHOOL,  PEKING. 

This  school  was  opened  under  the  auspices  of  the 
Woman’s  Foreign  Missionary  Society,  early  in  1872,  by 
the  Misses  Mary  Q.  Porter  and  Maria  Brown.  There 
was  much  promise  in  undertaking  this  enterprise,  as 
there  is  no  place  in  China  where,  according  to  the  testi¬ 
mony  of  Dr.  L.  N.  Wheeler,  then  superintendent  of 
our  North  China  Mission,  the  native  women  are  more 
accessible.  Two  houses  with  ample  courts  in  a  portion 
of  the  Mission  Compound,  which  is  located  in  the  south¬ 
east  corner  of  the  “  Tartar  City,”  not  far  from  the  Ob¬ 
servatory,  were  transferred  to  the  Woman’s  Society;  one 
of  the  houses,  completed  in  August,  1872,  serving  for 
the  school.  A  native  Christian  male  teacher  was  soon 
secured,  and  a  native  matron  obtained  from  the  Ameri¬ 
can  Board  Mission. 

Early  in  the  next  year  eight  pupils  were  reported  in 
attendance,  u bright  looking,  intelligent  girls.”  During 
the  second  year  fifteen  received  instruction.  The  re¬ 
port  for  1876-7  showed  that  four  of  the  pupils  had  be¬ 
come  members  of  Church,  and  several  others  gave  evi¬ 
dences  of  conversion.  In  December,  1875,  Miss  L.  A. 
Campbell  arrived  as  re-enforcement  to  replace  Miss 
Brown,  who  had  been  married  to  Rev.  G.  R.  Davis,  of 
the  Parent  Society,  and  during  1877  she  had  entire 
supervision  of  the  school,  with  the  assistance  of  Mrs. 
Davis,  while  Miss  Porter  (who  returned  at  the  end  of 
the  year)  was  absent  in  the  United  States.  A  public 
examination  in  June  of  that  year  showed  the  aver¬ 
age  standing  of  the  pupils  as  97£.  Miss  Campbell's 


Chinese  Mission  Schools. 


21 


lamented  death  occurred  May  18,  1878,  and  she  was  suc¬ 
ceeded  by  Miss  Clara  M.  Cushman.  Miss  Porter,  who 
had  been  for  so  many  years  the  faithful  and  successful 
directress  of  the  school,  went  to  Tientsin  in  the  fall  of 
1881  to  establish  a  training  school  for  evangelistic 
work,  and  was  the  next  year  married  to  Rev.  F.  D. 
Gameweli,  of  the  Parent  Society,  Miss  Cushman  having 
direction  of  the  school  in  1882,  with  the  co-operation 
of  the  Misses  Annie  B.  Sears  and  Elizabeth  Yates. 
Mrs.  C.  M.  Jewell  arrived  out  to  aid  in  the  school  in 
July,  1882. 

Increase  in  the  number  of  pupils  rendered  it  neces¬ 
sary,  in  the  fall  of  1878,  to  provide  better  accommoda¬ 
tions,  and  the  former  building  was  enlarged,  though 
being  still  insufficient.  The  school-room  is  furnished 
with  desks  from  America,  and  the  floor  is  constructed 
of  boards,  instead  of  the  usual  Chinese  brick.  This 
property  is  valued  at  $6,800.  All  the  pupils  are  accom¬ 
modated  in  the  building  under  charge  of  a  matron. 

Very  few  of  the  pupils  belong  in  the  city.  Some 
come  from  a  distance  of  several  hundred  miles.  They 
are  mostly  from  the  poorer  classes,  though  now  a  selec¬ 
tion  from  the  more  wealthy  may  be  made,  as  the  appli¬ 
cants  are  numerous.  They  have  been  supported  on  the 
scholarship  system  at  $30  a  year,  some  forty  scholar¬ 
ships  being  now  taken  in  America. 

Instruction  is  given  in  arithmetic  and  geography,  re¬ 
markable  success  being  apparent,  especially  in  mental 
arithmetic.  The  Chinese  classics  are  committed  to 
memory  with  great  facility.  Chinese  is  also  taught  in 
“  Romanized  characters.”  Diligent  progress  is  made  in 


22 


Oeiental  Education. 


the  Scriptures,  Bible  history,  and  “  Harmony  of  the  Gos¬ 
pels,”  a  large  number  of  the  pupils  being  able  to  repeat 
the  entire  gospels  from  memory.  The  examination 
marks  have  reached  a  high  figure,  in  some  cases  not  less 
than  one  hundred.  Some  of  the  pupils  have  been  em¬ 
ployed  to  aid  in  the  instruction.  There  is,  as  yet,  no 
regularly  graduating  course.  Some  of  the  pupils,  on 
leaving  the  school,  have  married  “  helpers  ”  in  the  mis¬ 
sion  work ;  others,  in  pursuance  of  early  betrothal  vows, 
have  married  into  heathen  homes. 

The  religious  spirit  is  predominant,  all  the  girls  con¬ 
sidering  themselves  Christians,  or  “believers.”  In 
1879-80  there  were  five  members  of  Church  and  seven 
probationers.  These  twelve  had  formed,  unbeknown 
to  the  directress,  a  missionary  society  among  them¬ 
selves,  and  became  members  of  the  “North  China 
Woman’s  Foreign  Missionary  Society,  Auxiliary.”  Sev¬ 
eral  conversions  among  the  women  of  Peking  have 
occurred  through  the  influence  of  the  school.  Attend¬ 
ance:  1880,  thirty-three;  1881,  thirty-eight;  1882,  fifty. 
Calendar :  School  year  begins  September  1 ;  ends  -with 
examination,  July  1. 


Education  in  Japan. 


23 


EDUCATION  IN  JAPAN. 


BY  BEV.  M.  C.  HAKKIS,  MISSIONABY. 

« - ♦ - — 

For  centuries  past  the  Japanese  have  recognized  the 
importance  of  education.  They  have  a  proverb  which 
well  illustrates  the  national  love  of  knowledge :  ‘  ‘  One 
letter  (Chinese  character)  is  equal  to  a  thousand  pieces 
of  gold.”  A  large  proportion  of  the  people  do  regard 
knowledge  as  of  more  value  than  silver  or  gold.  The 
youth  are  stimulated  in  the  pursuit  of  learning  by  the 
lives  of  great  scholars  wdio  have,  through  devotion  to 
study,  achieved  eminence.  Parents  cheerfully  make 
great  sacrifices  that  their  sons  may  be  educated.  The 
fact  that,  in  proportion  to  the  population  of  the  coun¬ 
try,  there  are  more  persons  able  to  read  and  write  than 
in  Europe  or  the  United  States,  will  justify  the  above 
statements. 

Until  the  year  1837  the  Chinese  system  of  instruc¬ 
tion  obtained  generally  throughout  the  country,  and 
learning  consisted,  for  the  most  part,  in  a  knowledge 
of  Chinese  history,  classics,  morals  of  Confucius  and 
Mencius,  and  a  mastery  of  several  thousand  Chinese 
letters,  and  a  minute  acquaintance  with  Japanese  his¬ 
tory.  Mathematics  was  despised  as  a  branch  of  knowl¬ 
edge,  and  considered  fit  only  for  the  petty  merchant. 


24 


Oriental  Education. 


The  natural  sciences,  botany  excepted,  were  wholly 
ignored. 

In  the  year  1873,  however,  the  old  school  system  was 
formally  abolished,  and  the  new  national  scheme  of  edu¬ 
cation,  modeled  after  Western  methods,  was  introduced 
in  its  place.  This  new  system  provided  for  the  estab¬ 
lishment  of  eight  universities,  thirty-two  colleges,  two 
hundred  and  fifty-six  grammar,  and  fifty-five  thousand 
elementary,  schools.  The  whole  empire  in  the  same  year 
was  divided  into  seven  school  districts,  and  one  ele¬ 
mentary  school  provided  for  every  six  hundred  inhabit¬ 
ants.  The  whole  system  is  based  on  the  primary  school, 
and  ascends,  through  the  middle  and  normal  schools,  to 
those  for  foreign  languages  and  colleges  for  special 
sciences,  culminating  in  the  great  Imperial  University. 

We  have  not  been  able  to  procure  the  latest  educa¬ 
tional  statistics.  But,  according  to  the  report  for  1879, 
the  above  scheme  had  only  been  partially  realized. 
There  were  in  existence  at  that  date  twenty-five  thou¬ 
sand  four  hundred  and  fifty-nine  primary  schools,  in 
which  were  employed  fifty-nine  thousand  eight  hundred 
and  twenty-five  teachers,  being  attended  by  two  million 
one  hundred  and  sixty-two  thousand  nine  hundred  and 
sixty -six  boys  and  girls,  ranging  in  age  from  six  to  four¬ 
teen  years.  Of  the  whole  number  of  children  in  attend¬ 
ance,  only  five  hundred  and  sixty-eight  thousand  two 
hundred  and  twenty  were  girls.  As  shown  by  this  re¬ 
port  for  1879,  only  38.9  per  cent,  of  the  children  were 
in  attendance,  leaving  a  balance  of  three  million  one 
hundred  and  fifty-eight  thousand  children  who  are  not 
in  these  schools. 


Education  in  Japan. 


25 


*In  the  intermediate  department  there  were  three  hun¬ 
dred  and  eighty-nine  schools,  nine  hundred  and  ten 
teachers,  twenty -three  of  whom  were  women,  and  twenty 
thousand  five  hundred  and  twenty-two  scholars.  Spe¬ 
cial  colleges  for  law,  medicine,  navigation,  mathematics, 
and  civil  engineering,  and  naval  and  military  academies, 
have  been  founded,  most  of  them  by  the  government. 
These  are  largely  attended.  In  the  Imperial  University 
there  were,  in  1879,  seven  hundred  and  ten  students, 
and  fifty-six  professors,  twenty-four  of  whom  were  for¬ 
eigners.  Japanese  instructors  are  fast  taking  the  place 
of  the  foreigners  in  the  university  and  all  the  depart¬ 
ments  of  instruction. 

Female  Education. 

Within  the  past  few  years  there  has  been  developed  a 
deep  interest  in  the  education  of  women.  With  but  few 
exceptions,  the  education  of  women  had  been  wholly 
neglected  in  the  past.  Now  the  empress  has  become 
the  patroness  of  female  education,  and,  in- the  year  1876, 
founded  a  normal  college  in  Tokio  for  the  training  of 
women  as  teachers.  Already  a  considerable  number  of 
women  are  employed  in  teaching  in  the  elementary 
schools.  In  1879  there  were  one  thousand  five  hundred 
and  fifty-eight  thus  employed.  A  large  number  of 
young  ladies  are  pursuing  a  course  of  study  in  the  nor¬ 
mal  colleges,  having  teaching  in  view.  Mr.  Tanaka, 
the  accomplished  scholar  and  successful  educator,  now 
chief  of  the  Department  of  Education,  is  a  firm  believer 
in  the  value  of  women  as  teachers.  He  says :  ‘  ‘  The 


26 


Oriental  Education. 


education  of  children  should  he  so  conducted  as  to 
develop  grace  and  gentleness  of  manner.  This  result 
is  attained  sooner  under  female  teachers.” 


Christian  Schools  for  Japanese  Girls. 

Since  1874  the  Woman’s  Foreign  Missionary  Societies 
of  America  have  founded  some  fifteen  seminaries  for 
girls,  and  there  are  now  gathered  into  these  Christian 
homes  of  instruction,  according  to  the  report  for  1882, 
five  hundred  and  sixty-six  girls  and  young  ladies.  Over 
fifty  single  lady  missionaries  are  supported  by  the  above 
societies,  most  of  whom  are  connected  with  the  schools 
as  teachers.  The  Woman’s  Foreign  Missionary  Society 
of  the  Methodist  .Episcopal  Church  has  ten  teachers  and 
three  large  schools  of  the  seminary  grade.  There  are 
now  in  attendance  one  hundred  and  twenty- five  scholars. 
Without  a  single  exception  the  schools  founded  and  con¬ 
ducted  by  these  excellent  missionary  ladies  have  been 
successful,  and  most  of  them  have  been  so  to  a  remark¬ 
able  degree.  A  large  majority  of  the  scholars  are  led 
to  accept  Christ  while  in  these  homes.  To  them  is  im¬ 
parted  the  ideal  of  a  Christian  home.  They  go  forth 
from  these  schools  to  become  the  wives  of  Christian 
preachers  and  laymen,  and  thus  the  Christian  home 
is  founded.  The  value  of  the  work  in  this  respect 
is  far  beyond  our  power  to  understand  away  from  the 
field. 

These  schools  for  girls  are  growing  in  favor  with  the 
intelligent  classes.  For  example,  Mr.  Itagaki,  a  former 
member  of  the  emperor’s  cabinet,  and  at  present  at  the 


Education  in  Japan. 


27 


head  of  the  great  liberal  party  of  Japan,  years  ago 
sent  his  daughters  to  a  Christian  school  in  Osaka.  A 
large  number  of  Japanese  not  only  consent  to  have  their 
daughters  attend  these  schools,  but  pay,  and  that  will¬ 
ingly,  all  the  expenses  of  their  education.  The  thought¬ 
ful  men  recognize  the  great  superiority  of  our  Christian 
women  in  intelligence  and  character,  and  are  only  too 
glad  to  jilace  their  own  girls  under  their  instruction  and 
example.  And  though  they  are  not  Christians  th  em- 
selves,  yet  they  have  little  or  no  objection  to  their  chil¬ 
dren  becoming  Christians.  For  they  regard  Christianity 
as  being  incomparably  better  than  Buddhism. 


Christian  Schools  for  Young  Men. 

Of  these  there  are  sixty-three,  conducted  by  the  vari¬ 
ous  Protestant  Churches  operating  in  the  country,  and 
in  addition  seven  theological  schools  have  been  founded, 
and  are  in  a  flourishing  condition.  The  number  of 
scholars  in  the  mixed  schools  is  about  two  thou¬ 
sand  five  hundred.  In  our  Methodist  mission  there  are 
two  schools  of  an  academic  grade,  the  Cobleigh  Insti¬ 
tute  at  Nagasaki,  and  the  Anglo- Japanese  College  of 
Tokio;  there  are  about  one  hundred  and  fifty  young 
men  now  attending  these  schools.  The  American  Board 
has  founded  a  training  school  in  Kiyoto.  This  institu¬ 
tion,  though  only  a  few  years  old,  has  been  very  pros¬ 
perous,  and  is  now  a  recognized  power  in  Central  and 
Southern  Japan.  The  Presbyterian  Churches  have  es¬ 
tablished  a  college  at  Tokio,  which  is  crowded  with 
students,  and  is  very  successful.  Concerning  all  these 


28 


Oriental  Education. 


educational  institutions,  it  may  be  said  that,  they  have 
been  powerful  agencies  in  converting  Japanese  youth. 
Most  of  the  native  preachers  and  many  of  our  influen¬ 
tial  laymen  were  converted  while  students.  They  en¬ 
tered  these  Christian  academies  with  strong  prejudices 
against  Christianity  and  religion  in  general.  To  their 
great  surprise  they  were  brought  under  the  power  of 
the  Gospel,  which  changes  the  heart  and  life,  and  are 
now  living  witnesses  to  their  countrymen  of  its  saving 
power. 

By  the  establishment  of  these  schools  of  a  higher 
grade,  intelligent  Japanese  have  been  convinced  that 
Christianity  is  a  true  friend  of  higher  education  and 
progress;  and  they  are  willing  to  place  their  sons  in 
these  schools  to  be  educated,  cheerfully  paying  the  ex¬ 
penses  of  their  instruction.  It  is  only  in  exceptional 
cases  that  students  are  aided  by  the  missions. 

Again,  it  is  the  duty  of  the  Church  to  provide  schools 
of  the  higher  grade,  because  the  government  schools, 
while  professedly  neutral  in  religious  matters,  are  really 
hot-beds  of  atheism  and  scientific  materialism.  In  these 
government  institutions  no  code  of  morality  is  recog¬ 
nized.  As  a  consequence  of  this  lack  of  the  religious 
and  moral  sentiments,  the  students  are  becoming  reck¬ 
lessly  immoral.  The  Japanese  youth  are  ready  to  imbibe 
the  most  dangerous  views  in  all  moral  and  religious 
questions.  The  most  effective  agency  for  reaching  the 
large  number  of  young  men  of  the  middle  class  is  un¬ 
questionably  the  Christian  college.  The  founding  of 
our  Anglo- Japanese  University  is  a  most  important  step 
in  this  direction.  The  school  has  been  successful  thus 


Education  in  Japan. 


29 


far.  Qiaite  a  proportion  of  the  students  have  been  con¬ 
verted  within  a  few  months  just  past.  Rev.  Mr.  Goucher 
has  devised  liberal  things  in  behalf  of  this  institution, 
and  already  we  see  the  fruit  of  his  noble  benefactions. 
More  schools  and  better  schools,  Christian  schools  of 
higher  grades,  are  now  urgently  needed  in  Japan. 


TELE  END. 


